The purpose of this unit is to increase students’ awareness of the differences among us. Through identification of and participation in service activities, the students will gain a better understanding of others’ unique characteristics. Acceptance of individual differences and understanding of developmental differences is the overarching behavior outcome of the unit. The unit strives to instill the concept of tolerance to enhance the common good.

The learner will:

• demonstrate understanding that individuals develop at different rates.
• demonstrate knowledge that accepts the physical or developmental differences between individuals.
• collect and organize data using a graph.
• identify and discuss student differences and similarities.
• create a timeline.
• use concepts of philanthropy in conversation and discussions.
• identify and discuss student differences and similarities.
• discuss what the words teasing, being a bully and discrimination mean as well as how he/she feels about these actions.
• develop reflection skills by pictorially representing his/her own experiences or experiences of others negatively affected by teasing, hurt feelings and bullying.
• reflect on feelings of a time they gave or received a compliment.
• describe the protagonist in the story and how she was teased and discriminated against.
• describe the philanthropic act that Mr. Falker (the hero) performed.
• define and identify philanthropic acts.
• determine major themes from the story, Thank you, Mr. Falkner .
• sing two songs by Red Grammer about how to treat and compliment others.
• compose and present a song about story themes.
• demonstrate concepts of philanthropy.
• compare and contrast two stories, Leo, the Late Bloomer and Thank You , Mr. Falker, using a Venn diagram.
• write to a central theme using the writing process.
• illustrate the central theme.
• apply philanthropy themes in the writing process : Respect, Trust, Selfishness.
• identify each of the five senses.
• understand how senses are individualized and enhanced by individual perceptions.
• demonstrate how three people can see the same event differently.
• discuss peer diversity in his/her community.
• demonstrate competency in art objectives by designing and creating props (glasses-looks, ears - headband, and feel-texture board) for each of the given senses.
• create a poster illustrating knowledge competency of the three senses as related to the term respect.
• brainstorm school experiences where students have the choice to act respectfully or not.
• incorporate vocabulary applicable to philanthropy themes in conversation.
• distinguish selfish and selfless actions relating to school procedures and rules.
• engage in a learner-produced dramatic exhibition of selfish and selfless behaviors.
• demonstrate through drama the relationship between behaviors and how the behaviors relate to the common good.
• identify in scenarios how rule of law promotes the common good.
• identify instances in drama when a student does not need the teacher's permission to act for the common good.
• plan an academic service-learning project to increase awareness of respect for others.
• design and conduct a survey to determine awareness of behaviors and rules.
• demonstrate math skills greater than 70% competency in graphing and interpreting data.
• develop cooperative behaviors for group dynamics.
• conduct on-going reflection.
• evaluate the service learning process.
• participate in a celebratory activity using Stone Soup.

Lesson One:

• Teacher observation: teacher will note whether students were able to identify and discuss differences and similarities.
• Students will place their individual favorite foods onto the graph in the correct location.
• Successfully complete the School/Home Connection timeline assignment.
• Demonstrate accuracy in using five philanthropy vocabulary words either in picture, tape recordings or writing.

Lesson Two:

• Use the song rubric to grade the students on the quality of their song/presentation.
• Teacher observation
• Reflection activities
• Evaluation by learners of the service opportunity
• Quiz on philanthropy content
• Quiz on elements of a song
• Evaluate each student's response to the following question, “How has refraining from teasing, and learning how to treat and compliment others affected or will affect the climate of the room and entire school?”

Lesson Three:

• See attachments of grade appropriate rubrics.

Lesson Four:

• Teacher observations
• Class participation
• Evaluate posters
• Evaluate presentations

Lesson Five:

• The teacher will determine from student illustrations if the students understand the concepts of selfish and selfless behaviors.
• The teacher will observe the performances and look for evidence of students demonstrating both selfish and selfless behaviors.
• The students will orally identify the desirable behavior for proper procedures at school.
• Rubric for evaluating group work.

Lesson Six:

• Teacher observation of student behavior and participation during the preparation of the service project.
• Evaluate group participation.
• Quiz on math concepts